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All Journal Jurnal Pendidikan Bahasa Inggris Undiksha Jurnal Promosi Pendidikan Ekonomi Al Ishlah Jurnal Pendidikan Sinkron : Jurnal dan Penelitian Teknik Informatika FENOMENA Al-Hayat: Journal of Islamic Education Journal on Education Edunesia : jurnal Ilmiah Pendidikan Tolis Ilmiah: Jurnal Penelitian Al-Hijr: Journal of Adulearn World FENOMENA: Jurnal Penelitian Borneo Journal of Language and Education Jurnal Pendidikan West Science Jurnal Prospek: Pendidikan Ilmu Sosial dan Ekonomi (JUMPER) Journal of Social Science and Business Studies The Eastasouth Journal of Learning and Educations BEduManageRs Journal : Borneo Educational Management and Research Journal West Science Social and Humanities Studies Tarsius: Jurnal Pengabdian Tarbiyah, Religius, Inovatif, Edukatif dan Humanis FENOMENA: Journal of Social Science International Journal of Research in Counseling Pengabdian Cendekia Global Education : International Journal of Educational Sciences and Languages SIMAS JURNAL PENGABDIAN MASYARAKAT Techno Agriculturae Studium of Research Journal of Humanities Research Sustainability El-Syaker : Samarinda International Journal of Language Studies Aqlamuna International Journal of Teaching and Learning (INJOTEL) Indonesian Journal of Education (INJOE) Journal Emerging Technologies in Education Journal of Social Science Utilizing Technology
Dina Destari
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Cross Cultural Communication Skills Development through Project Based Learning in International Language Education Programs Dewi Nuryanti; Novita Kusumaning Tyas; Dina Destari
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.311

Abstract

This study examines the effectiveness of Project Based Learning (PBL) in enhancing cross-cultural communication skills within international language education programs. As globalization increases, effective communication across cultures is essential, and language programs must equip students with these skills. PBL, a learner-centered instructional strategy, integrates real-world problems into the learning process, promoting student participation, collaboration, and critical thinking. The research found that students engaged in PBL showed significant improvements in communication competence, collaboration, and intercultural understanding compared to those in traditional lecture-based instruction. The study suggests that PBL not only enhances language proficiency but also fosters cultural awareness and empathy through projects involving cross-cultural collaboration and problem-solving. Furthermore, PBL offers a more effective platform for practicing language skills in real-world scenarios, as opposed to traditional methods focused on theoretical aspects. The findings demonstrate that PBL is particularly effective in international programs, where students from diverse cultural backgrounds work together to solve global issues, thus improving their ability to communicate and collaborate across cultures. The research concludes that integrating PBL into international language education programs significantly enhances students' cross-cultural communication skills. The study encourages educational institutions to adopt PBL and suggests further research on complementary strategies, including technology, virtual exchanges, and intercultural simulations.
Curriculum Alignment between Global Competency Standards and Local Educational Practices in Multilingual School Contexts Dedi Gunawan Saputra; Dina Destari; Noura Rizqyannisa Hidayat
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.312

Abstract

This study investigates the alignment between global competency frameworks and local educational practices, particularly in multilingual classrooms. With globalization influencing education, acquiring skills like intercultural communication and global citizenship is vital. However, integrating these competencies into local curricula remains inconsistent, especially in multilingual settings, where linguistic and cultural diversity pose challenges. Using qualitative methods such as curriculum mapping, teacher interviews, and classroom observations, the study identifies areas of alignment and misalignment. While global competencies are integrated into subjects like social studies and global health education, technical subjects like mathematics and science show less alignment. The study also highlights gaps in the development of intercultural competence and global communication skills, which are often underrepresented. Challenges like language barriers, the monolingual habitus of many schools, and limited professional development for teachers in multilingual contexts hinder the full implementation of global competencies. The study recommends improving curriculum integration of global competencies across all subjects and enhancing teacher training to support multilingual classrooms. Future research should explore regional variations in multilingual settings and how technology can aid in developing global competencies. Addressing these challenges will better prepare students for both local and global challenges in an interconnected world.
Influence of Teachers’ Pedagogical Beliefs on Technology Integration in Language Education within Global Learning Contexts Imelda Kusumastuty; Dina Destari; Noura Rizqyannisa Hidayat
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.313

Abstract

This study explores the influence of teachers' pedagogical beliefs on the integration of technology in language education. Teachers' beliefs significantly impact their technology adoption and how it is utilized in the classroom, shaping the learning experiences of students. The research uses a mixed-methods approach, combining quantitative surveys and qualitative interviews with classroom observations to examine the relationship between teachers’ beliefs and their use of technology in language education settings. The findings reveal that teachers with constructivist beliefs, which emphasize active, student-centered learning, are more likely to integrate technology in ways that support engagement, collaboration, and critical thinking. In contrast, teachers with traditional, teacher-centered beliefs are more likely to use technology primarily for content delivery and repetition, limiting its potential to foster interactive and student-driven learning environments. The study also highlights the gap between teachers' positive beliefs about technology and their actual practices, which are often hindered by external barriers such as lack of training, resources, and institutional support. The research suggests that professional development programs should address both pedagogical beliefs and technological competencies to facilitate successful technology integration. Furthermore, the study calls for future research to explore how specific pedagogical models, like constructivism, can be further aligned with technology integration to improve learning outcomes. The research also emphasizes the need for longitudinal studies to understand the evolution of teachers' beliefs and their impact on technology use in language education.
APPLICATION OF INTERNET OF THINGS (IOT) IN MODERN LIVESTOCK MANAGEMENT IN NEW ZEALAND Dina Destari; Raul Gomez; Bruna Costa; Ardi Azhar Nampira
Techno Agriculturae Studium of Research Vol. 2 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/agriculturae.v2i1.1991

Abstract

This study examines the application of Internet of Things (IoT) technology in modern livestock management in New Zealand. The background of this research is based on the need to increase productivity, efficiency, and sustainability in the increasingly competitive livestock sector. The purpose of the study is to explore the benefits of applying IoT in livestock health monitoring, feed management, as well as the impact of this technology on the environment and sustainability. The research method used is descriptive-qualitative with data collection through interviews, field observations, and secondary data analysis. The results show that the adoption of IoT in large farms increases productivity by up to 20% and reduces operational costs through more efficient feed management. The study also found that infrastructure challenges are a hindrance to IoT adoption in small and medium-sized farms. The conclusion of the study is that IoT has the potential to be a key solution to improve efficiency and sustainability in the livestock sector, but infrastructure support and training are urgently needed to accelerate its adoption across sectors.
Ethics in Artificial Intelligence: A Philosophical Exploration Dina Destari; Roya Zahir; Hendro Sukoco
Journal of Humanities Research Sustainability Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v2i2.1939

Abstract

Background. Artificial intelligence (AI) has emerged as a transformative technology, bringing unprecedented opportunities and ethical challenges. The growing autonomy of AI systems raises questions about moral responsibility, bias, and social impact, which require a philosophical exploration to address these issues comprehensively. Purpose. This study aims to explore the ethical dimensions of AI by focusing on algorithmic bias, moral responsibility, and social impact. Through a philosophical lens, the research seeks to identify key challenges and propose frameworks to bridge the ethical gaps in AI development and implementation. Method. The research adopts a qualitative approach by analyzing 15 purposively selected academic sources. These include peer-reviewed journal articles, policy reports, and books discussing AI ethics. A conceptual framework was developed to evaluate algorithmic bias, moral responsibility, and social impact, using thematic analysis to synthesize insights from the literature. Results. The findings reveal that algorithmic bias stems from unrepresentative training data, reinforcing historical injustices. Moral responsibility in AI development becomes complex due to the involvement of multiple actors, requiring new ethical frameworks. AI's social impact, particularly on inequality and access, highlights the urgent need for regulations to mitigate negative effects. Case studies in recruitment, healthcare, and criminal justice systems illustrate the real-world implications of these issues. Conclusion. This study underscores the importance of integrating ethical considerations into AI design and deployment. Philosophical perspectives provide valuable insights into addressing algorithmic bias, defining moral responsibility, and understanding social impacts. Future research should focus on empirical studies and the development of global ethical regulations to guide AI use responsibly.
The Role of Knowledge Management Capabilities in Enhancing Organizational Learning and Decision-Making Quality Gita Damayanti; Sri Hartono; Afriyani Mabruka Azzahro; Ngurah Pandji Mertha Agung Durya; Dina Destari
Journal Management & Economics Review (JUMPER) Vol. 3 No. 7 (2026): January
Publisher : Malaqbi Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59971/jumper.v3i7.874

Abstract

In an increasingly knowledge-driven and uncertain business environment, organizations are required to continuously learn and make high-quality decisions to sustain competitiveness and long-term performance. This study investigates the role of knowledge management capabilities in enhancing organizational learning and decision-making quality, with organizational learning positioned as a mediating mechanism. Using a quantitative research design, data were collected through a cross-sectional survey of employees working in knowledge-intensive organizations. The proposed research model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that knowledge management capabilities have a significant positive effect on organizational learning and decision-making quality. Furthermore, organizational learning significantly enhances decision-making quality and partially mediates the relationship between knowledge management capabilities and decision-making quality. These findings highlight that effective knowledge management not only provides direct informational support for decision making but also strengthens organizational learning processes that transform knowledge into improved decision outcomes. This study contributes to the knowledge-based view and organizational learning literature by offering an integrated framework that explains how knowledge management capabilities create value through learning and decision-making quality. From a practical perspective, the results suggest that organizations should strategically invest in both knowledge management systems and learning-oriented cultures to enhance decision effectiveness in dynamic environments.
Control of Gadget Addiction Among Children: Analysis from an Islamic Perspective in the Digital Age Faisal Bin Husen Ismail; Dina Destari; Shakila Binti Ahmad; Halimi Binti Mohd Khalid; Sharifah Khadijah Binti Syed Abu Bakar
Fenomena Vol 22 No 2 (2023): FENOMENA: Jurnal Penelitian Islam Indonesia
Publisher : LP2M Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v22i2.154

Abstract

In the era of globalization, gadgets have become a hot topic everywhere, even across the globe. Gadgets have become a widespread possession for everyone, regardless of age. This research will focus on the effects of gadget usage on children and identify ways to control gadget usage among children in Malaysia from an Islamic perspective. The research methodology employs a descriptive qualitative approach, referring to books, journals, and newspaper articles as primary references. Additionally, the secondary data for this study includes a questionnaire related to gadget addiction among children, which 325 respondents answered. The study found that the highest percentage of children playing with gadgets is 2 to 3 hours daily. Furthermore, it revealed that YouTube is children's most frequently viewed social media platform. Regarding time distribution, 39 percent reported having no time control when using gadgets. The research also found that gadgets cannot strengthen family relationships, as indicated by 86.5 percent of the respondents. All parties should take this issue seriously in regulating children's gadget use. It is crucial to address this matter early on to prevent adverse effects on children in the future.
Assistance in Improving English Vocabulary Through the Picture Identification Method for Seventh-Grade Anis Komariah; Ilham Adha; Rostanti Toba; Dina Destari
Pengabdian Cendekia Vol. 4 No. 1 (2026): Vol. 4 No 1 (Juni 2026) Membangun Kecendekian: Transformasi Melalui Pengabdian
Publisher : Indonesian Scholars Global Forum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63107/xtv47s61

Abstract

This community service activity aims to improve students' vocabulary mastery through the implementation of the Picture Identification method as an interactive and contextual learning approach. The implementation method consisted of four stages: needs identification, development of instructional media and tools, implementation of the assistance program, and evaluation through observation of learning activities. The evaluation results show that the application of the Picture Identification method had a positive impact on improving students' vocabulary mastery. The mean score increased from 79.09 on the pre-test to 98.91 on the post-test. In addition, students demonstrated more active participation during learning, greater confidence in pronouncing English vocabulary, and more enthusiasm in following each stage of the assistance program. The Picture Identification method thus proved effective in improving students' English vocabulary mastery while creating a more active, enjoyable, and interactive learning atmosphere at SMP IT Insan Mulia Balikpapan.
Simulated Learning in STEM Education: Bridging Theory and Practice Through AR Titik Haryanti; Dina Destari; Noura Rizqyaannisa Hidayat; Agung Yuliyanto Nugroho; Achmad Nashrul Waahib
Journal Emerging Technologies in Education Vol. 2 No. 5 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i5.1368

Abstract

Background. The integration of augmented reality (AR) into STEM education has gained attention for its potential to bridge the gap between theoretical knowledge and practical application. Traditional methods of teaching STEM subjects often struggle to provide students with immersive, hands-on learning experiences, which are crucial for understanding complex concepts. AR, with its ability to create simulated environments, offers a solution by making abstract theories more tangible and interactive. However, the impact of AR-based simulated learning on student outcomes remains underexplored. Purpose. This study aims to investigate the effectiveness of AR in enhancing STEM education by simulating real-world applications of theoretical concepts. Method. The research utilized a mixed-method approach, combining quantitative assessments of student performance and qualitative feedback from students and educators. A sample of 300 high school students participated, using AR-enhanced learning modules in subjects like physics, chemistry, and biology. Data were collected over a semester, focusing on improvements in comprehension, engagement, and practical application of STEM knowledge. Results. The results showed a significant improvement in students' understanding of STEM concepts, with a 28% increase in test scores compared to traditional learning methods. Student engagement levels were also higher, as AR provided interactive, visually rich learning experiences. Educators reported that AR helped students connect abstract theories to real-world applications, fostering a deeper understanding of STEM subjects. Conclusion. In conclusion, the study demonstrates that AR-based simulated learning is an effective tool for enhancing comprehension and engagement in STEM education. These findings suggest that AR has the potential to transform how STEM subjects are taught, making learning more immersive and applicable to real-life contexts.
Gamification in Higher Education: Enhancing Student Motivation and Cognitive Outcomes Through Game-Based Learning Andres Villanueva; Dina Destari; Dodi Setiawan Riatmaja
Journal of Social Science Utilizing Technology Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v4i1.3429

Abstract

The increasing demand for active, engaging, and meaningful learning in higher education has encouraged the adoption of innovative instructional strategies such as gamification. Traditional teaching approaches often struggle to sustain student motivation and to promote higher-order cognitive outcomes, particularly in digitally mediated learning environments. This study aims to examine the role of gamification in higher education by analyzing its effectiveness in enhancing student motivation and cognitive outcomes through game-based learning. A quantitative quasi-experimental research design was employed, involving undergraduate students divided into experimental and control groups. Data were collected using validated motivation questionnaires and cognitive achievement tests aligned with course learning objectives, and were analyzed using descriptive and inferential statistical techniques. The results demonstrate that students exposed to gamified learning environments show significantly higher levels of intrinsic motivation, engagement, and persistence compared to those in non-gamified settings. In addition, gamification was found to have a positive and significant effect on cognitive outcomes, particularly in comprehension, application, and problem-solving skills. These findings indicate that gamification contributes not only to affective engagement but also to meaningful cognitive development. In conclusion, the study confirms that well-designed gamification can function as an effective pedagogical approach in higher education, supporting both motivational and cognitive dimensions of learning when aligned with instructional goals.
Co-Authors A. Idun Suwarna Abidin, Zainal Achmad Nashrul Waahib Achmad Ruslan Afendi ADITA KUSUMAWATI, ERNA Afriyani Mabruka Azzahro Agnes Tesalonika Yolanda Agung Yuliyanto Nugroho Ahmad Zuhdi Ahmad, Shakila Binti Andi Hairul Andres Villanueva Andriyana, Erni Anis Komariah Anis Komariah Anis Komariah Anis Komariah Anis, Nina Ardi Azhar Nampira Ardinal, Eva Arjulayana Arjulayana Astuti, Enny Diah Bruna Costa Budi Utami Cakranegara, Pandu Adi Cakranegara, Pandu Adi Clevara, Yayas Dedi Gunawan Saputra Deliyani, Adinda Desmaliza Dewi Nuryanti Dian Quini Handayani Ernanto Putri Djunaedi Djunaedi Dodi Setiawan Riatmaja Ellyawati , Noor Ellyawati, Noor Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Erna Erna Adita Kusumawati Erna Adita Kusumawati Erna Adita Kusumawati Faisal Bin Husen Ismail Faisal Bin Husen Ismail Fatkhur Roji Fitria Meisarah Frida Utami, Rhisty Gamar Al Haddar Gita Damayanti H., Mayang Kharisma Halimi Binti Mohd Khalid Hanafi Wibowo Hartatik Hartatik Hartin Kurniawati Hendro Sukoco Hendy Tannady Hidayat, Noura Rizqyaannisa Ibrahim, Mozart Malik Idris, Husni Iis Siti Salamah Azzahra Ilham Adha Ilyas Inayatul Mutmainnah Indra Perdana Irawan Irawan Irawati, Dini Isitifatun Zaka Ismail, Faisal Bin Husen Ismaul Fitroh Isna Kasmilawati Istiarsyah, Istiarsyah Iwan Henri Kusnadi Karyaningsih Karyaningsih Komariah, Anis Loso Judijanto Loso Judijanto M. Imelda Kusumastuty M. Makhrus Ali M. Saufi Magdalena Magdalena Marta Kerim Mila Agustiani Mohammad Mirazul Islam Mohd Khalid, Halimi Binti Muhamad Rif'an Muhammad Rifai Muhammad Subhan Iswahyudi Ngurah Pandji Mertha Agung Durya Noor Ellyawati Noura Rizqyaannisa Hidayat Noura Rizqyannisa Hidayat Novita Kusumaning Tyas Nugroho, Agung Yuliyanto Pratiwi, Vidya Putri, Nur Amalia Rachmi Rachmi Rahanra, Nicodemus Rahayu, Vitria Puri Rahman, Reza Raul Gomez Reza Reza Rhisty Frida Utami Rizkiatun Aulia Rostanti Toba Rostanti Toba Roya Zahir S. Sabitha Shunmuga Priya Septin Maisharah K Shafa Shakila Binti Ahmad Sharifah Khadijah Binti Syed Abu Bakar Siti Aisyah Sitti Hadijah, Sitti Solissa, Everhard Markiano Sri Hartono Sri Suharti Subroto, Desty Endrawati Sudadi Susi Arijanti Syafruddin Syafruddin Syamsul Arifin Syatria Adymas Pranajaya Syed Abu Bakar, Sharifah Khadijah Binti Ti Aisyah Titik Haryanti Titik Haryanti Umi Sholihah Violin, Vivid Vitria Puri Rahayu Waahib, Achmad Nashrul Welsi Damayanti Widya Noviana Noor Wijayanti, Dwi Wahyu Yulianto, Aditya Dwi Zain Ahmad Fauzi Zatali, M. hasmi Zulvia Trinova